Tools and Materials Teacher Supplied: • Class set of: o Pasta recipe o Bee Fun Facts o What’s in my Lunch Box? • Desks set up into three groups • Whiteboard with pens/Smartboard From the kit: • Bowls • Burners • Compost bin, see-through, labelled ‘Layer-Cake Compost’ • Compost materials: soil, paper, cardboard, leaves, twigs • Small bag of compost • Cutting Boards • Forks • Game: Seed Matching • Hand Sanitizer • Knives • Peeler • Plates • Pot • Program recipes • Tablecloth • Wooden Spoon Chefs/Volunteers: • Appropriate ingredients for recipes • Bring compostable items, i.e. fruit and vegetable cores/peelings, coffee grounds, grass clippings, worms • Bring pre-cooked pasta • Bring grated parmesan cheese Revised: March 16, 2020
Teaching Plan Volunteers • Greet students. Ask them a few questions – 5 minutes o What healthy food choices did they make since we were there? o Did anyone make a TLC sandwich at home? Give an Overview of what you are doing today -10 minutes Station 1 Thinning and Transplanting • Teach the importance of thinning your seedlings • Learn the tips to transplanting Station 2 Composting • What exactly is composting? • How to make “Layer-Cake” compost • Bees and Worms Station 3 Pasta Sauce • Make pasta sauce with fresh from the garden ingredients. We’ll talk about what you learned and liked today at the end of class. Send the team and students to their stations. Revised: March 16, 2020
Group Stations Have the teacher break the class into 3 groups. The groups will rotate every 20 min. Station 1 Transplanting, Thinning and Seed Matching Game (Tools: Student pots, scissors, lettuce and green onions that regrow, seed game) Thinning your vegetables – 10 min (tools: student seed pots to use as a demo) • Teach the importance of thinning your seedlings. o When seedlings are overcrowded, they are forced to compete for sunlight, moisture, and nutrients. o Struggling plants will be spindly and weak. o Choose the healthiest looking seedlings and remove the neighbouring sprouts. o Use a pair of scissors to snip the stem of the unwanted seedlings (this will not disrupt root growth of the strong seedling). • Use the planter garden to show what is over-crowded and what is not. • Instructions for thinning and planting a seedling: o Using the extra 4” pots that were planted in Lesson 1, choose the best plants to transplant to the planter garden/school garden. All remaining plants can go home with the students. o Water your soil and prepare a hole for the new seedling. The hole should be larger than your seedling. o Turn the pot upside down and carefully dump the plant into your hand. DO NOT pull on the plant to get it out. Instead, gently shake or squeeze the pot from the bottom. o Gently place the seedling in the hole and fill it in with dirt. DO NOT pack the soil super tightly. o Add another spray of water and you are done! o The lettuce and green onions should have roots and be ready to replant as above. • Hand out the Seed Matching cards to the group. Have them match up as many as possible. Discuss them as a group. Revised: March 16, 2020
Station 2 Composting, Worms and Bees (tools: plastic see through bin, soil, paper, cardboard, leaves, twigs, vegetable and fruit scraps, coffee grounds, grass clippings, bread and bag of saved compost from Lesson 1) What is compost? • Decomposed “green” and “brown” materials, bugs and worms • Bugs (too small to see) and worms eat all the material and “poop” it out as compost! • “Green” – vegetable and fruit scraps, coffee grounds, grass clippings, soil, paper, cardboard • “Brown” – leaves, twigs, plants, flowers, sawdust, bread • It takes about a year for the materials to break down to make compost. Show and discuss the items that don’t go into a compost pile • “Not Compost Material” – plastic, bones, meat, rocks, metal • Why not compost material? – Because they don’t break down and decompose. Why is compost important? • It gives plants more of the nutrients they need to grow and be healthy in case the soil they are planted in doesn’t have enough. • It helps retain moisture – if it doesn’t rain for a while, the plants still get water to their roots. • It’s a natural fertilizer (not a man-made synthetic one which is harmful to the environment) Demonstrate how to make compost: • It’s like making a layer cake – 3 parts “brown” to one part “green” materials. • Layer sticks on the bottom (so compost can get air) • Alternate 1 layer of green material (1”) and 1 layer of brown material (3”) • Add worms with the green material. Worms help decompose all the compost material. • Water the pile. • Show the students a bag of vegetable scraps and a bag of compost to see the difference. • Students can add their fruit/veg scraps to the compost during the week. Beautiful Bees • Explain how bees play an important role in the garden. • Share some Bee Fun Facts and give the handout to the students for their duo- tang folder. Revised: March 16, 2020
Station 3 Cooking the Sauce (Tools: Produce for the sauce, pasta, 2 large pots, cutting board, knives, plates and forks, tablecloth) • Have students wash hands • Review knife safety • Bring pre-cooked pasta • Review Mama Mia! Pasta Sauce recipe with the students • Wash and prepare the ingredients • Students give pasta a score out of 10 based on: taste, colour, healthy, easy to make and record it on their recipe card. • Would they make it at home, with supervision? Lesson 3 Review – 15 minutes Serve Mama Mia! Pasta to all students. Transplanting Vegetables (tools: whiteboard/Smartboard, pictures of gardens) As a class, brainstorm on the whiteboard where they will plant their seedlings when they take them home at the end of this lesson: (tin cans from canned vegetables, decorative tin cans, plastic yogurt containers or milk jugs with the top cut off, plant pots from thrift stores or garage sales.) Remember that your container needs holes or a 1” base of pebbles to provide drainage. You do not want your seedlings to get too wet. (some classes will plant their seedlings in the planter box or the school garden, if available). • How would you rate the pasta sauce? o On whiteboard/smartboard take a show of hands starting with the highest score of 10 and working down. (hopefully not too far down!) • Would you make it at home with supervision? Take a show of hands Yes/No and record responses What did you like the most about today’s lesson? Take 5 or 10 responses, depending on time. Record Responses Have teacher send results to [email protected] Revised: March 16, 2020
Ingredients Mama Mia! Pasta Sauce 10 Tomatoes (local), diced Directions 1. wash and chop vegetables 1 Yellow Onion, small dice 2. In a pot, heat olive oil. 1 Carrot, small dice 3. Cook onion until softened. 1 Celery, small dice 4. Add carrot, celery, bell pepper, and garlic 1 Bell Pepper, small dice 5. Add tomato 1 Garlic Clove, minced 6. Cook until vegetables are soft, but not mushy 1-2 tsp Olive oil You may choose to blend or leave chunky 7. Season with salt & pepper Fresh herbs from garden 8. Pour over cooked pasta Salt & Pepper Pasta of your choice Notes Other Pasta Sauce Ideas Nutrition Notes Tomato: Lycopene for healthy bones and heart. Onion: Helps with swelling and allergies. Carrot: Vitamin A helps you see better – especially at night. Celery: Helps with digesting your food. How Would You Score the Pasta recipe on a scale of 1 to 10. Take these factors into consideration: Taste, Colour, Healthy, Easy to make. SCORE______ Would you make one at home with supervision? _______ Revised: March 16, 2020
BEES FUN FACTS BEES, beetles, wasps, hummingbirds, butterflies and bats can all pollinate plants. As much of one in three bites we eat is the result of pollination. If we didn’t have pollinators we would not have a lot of the food we eat. We can help bees survive by planting all sorts of flowers. Kelowna is making a “Bee Highway” for the bees. It is a trail of bee friendly plants that wind their way throughout the city. You can be a bee ambassador by planting lots of different flowers in your yard. There are over 20,000 bee species in the world. Kelowna has over 350 species of bees. Bees can be striped yellow and black, blue, black, or bright green. Bees live all by themselves. Some bees are bigger than your thumb, others are smaller than a grain of rice. Nearly every bee just eats nectar and pollen. Bumblebees “sing” to the flower so they release their pollen. How do you tell the difference between a bee and a wasp? Bees are more hairy, have cute faces and wasps look mean. What colours do bees like best? Blue, purple, white and yellow. www.beefriendly.ca Revised: March 16, 2020
Lesson 4 – Vegetables and Cooking All Schools May 25th The Big Idea Continuing with our Vegetables, students will learn the differences between raw and cooked vegetables. By examining our planted seeds, we can observe how each plant is growing. What are the changes that we have observed? Activity Overview Raw vs Cooked worksheet Vegetables Raw vs Cooked Prepare & cut vegetables for the Spring Soup Group Stations: Review recipe and prepare Spring Soup Station 1 - Prepare ingredients for Soup Students write and draw out their own soup recipe Station 2 - Cooking Soup Examine growth and review lesson Station 3 - Create your own soup recipe Garden Examination Revised: March 16, 2020
Tools and Materials Overview Teacher Supplied: • Class set of: o \"Raw vs Cooked\" worksheet o \"Soup Bowl\" worksheet o Spring soup recipe • Whiteboard with pens/Smartboard • Desks set up into three groups From the kit: • Bowls • Burner • Cutting Boards • Forks • Hand Sanitizer • Knives • Peeler • Plates • Pot • Spoons • Wooden Spoon • Tablecloth Chefs/Volunteers: • Appropriate ingredients for recipes • Raw and cooked cut up veggies for students to sample to compare the difference between raw and cooked. Revised: March 16, 2020
Teaching Plan Volunteers • Greet students. Ask them a few questions – 5 minutes o Who got their seedlings transplanted? o How are our hungry worms doing with the compost? Give an Overview of what you are doing today -10 minutes Station 1 Prepare ingredients for a Spring Soup • Help cut and chop vegetables Station 2 Cook Spring Soup • Learn how to read a recipe • What are seasonings and secret ingredients. Station 3 Create your own soup recipe • Choose the ingredients you would like to use. • Taste the difference between cooked and raw vegetables We’ll talk about what you learned and liked today at the end of class. Send the team and students to their stations. Revised: March 16, 2020
Group Stations Have the teacher break the class into 3 groups. The groups will rotate every 20 min Station 1 Prepare ingredients for the Spring Soup – 20 minutes (tools: knives, peelers, cutting boards, water, vegetables for soup, blender) • Students wash hands • Review knife safety • Have students help wash, peel, and chop vegetables for soup • Prepare the first vegetables needed for the soup with the first group and continue with the other vegetables with the following groups • When cooking, how do you know what order to add your vegetables so they are not over cooked? • Looking at a variety of vegetables, what vegetables cook faster than others? • Explain what “stock” is. Station 2 Cooking \"Secret Ingredient Spring Soup\" – 20 minutes (tools: ingredients for soup, burner, pot, spoon) • Teach students how to properly read the recipe o Explain that it is a good idea to have all your ingredients and equipment available before you start cooking o Review food and cooking safety • Make a soup using fresh seasonal ingredients (each group will assist at different stages of the soup making) o Examples are asparagus, celery, new potatoes o Feel free to bring in your own vegetable stock Station 3 Create your own soup recipe – 20 minutes (tools: Soup creation worksheet, samples of raw and cooked, raw vs cooked worksheet) • Draw and colour your vegetables in the soup bowl on the sheet provided • List all of your ingredients for the recipe down the side of the sheet • Remember to list the ingredients in the order they will be cooked • Don’t forget to season your soup! • Every Chef has a ‘Secret Ingredient’ What’s yours? • Give your soup a name. Have fun and get creative! • Where else could you find recipes and recipe ideas? o i.e. family, friends, websites, books, cooking shows • Share samples of raw and cooked vegetables. • Why do cooked vegetables taste different from raw vegetables? Revised: March 16, 2020
Lesson 4 Review – 15 minutes Serve Spring Soup to all students. • How would you rate the Spring Soup? • Students give soup a score out of 10 based on: taste, colour, healthy, easy to make and record it on their recipe card. o On whiteboard/smartboard take a show of hands starting with the highest score of 10 and working down. • Would you make it at home with supervision? Take a show of hands Yes/No and record responses • How is our garden doing? What can you do better? Take 5 or 10 responses, depending on time. Record Responses Have teacher send results to Debbie at [email protected] Revised: March 16, 2020
• Secret Ingredient Spring Soup Ingredients: Directions: 1 lb. Asparagus or peas, dice 1. In a pot, heat olive oil (or other spring vegetable) 2. Cook onion until softened. 1/3 Yellow Onion, diced 3. Add garlic, asparagus, and potato 2 Garlic cloves, minced 4. Cook until the asparagus turns bright green 1 Small Russet Potato, diced 5. Add stock and simmer until the potatoes are soft Chef’s choice of a vegetable protein 6. Season with salt & pepper and a squeeze of lemon 1-2 Tbsp. Olive Oil 3 Cups Stock 7. Puree everything in a blender or leave chunky (preferably Vegetable) 8. Enjoy! Salt & Pepper, to taste Freshly squeezed lemon Chef’s Secret Ingredients: Notes Nutrition Notes Asparagus: Vitamin K helps with blood clotting (so you don’t bleed to death when you scrape your knee). Increases resistance to infections – especially in children! Onion: Copper – helps give you healthy taste buds ! Garlic: Selenium – protects your immune system Potato: B6 helps you feel energetic. How Would You Score the Soup recipe on a scale of 1 to 10. Take these factors into consideration: Taste, Colour, Healthy, Easy to make. SCORE______ Would you make one at home with supervision? _______ Revised: March 16, 2020
Revised: March 16, 2020
Raw vs Cooked Write or Draw the How does it taste How does it taste Which do you like better? vegetable when it’s raw? when it’s cooked? Raw or cooked? Example: Carrot Crunchy, sweet soft Revised: March 16, 2020
Lesson 5 – Fruits, Herbs and Flavour Combinations All Schools: June 8th The Big Idea By exploring the abundance of herbs that can grow in our gardens, students will learn how a combination of herbs with fruit or vegetables will enhance the flavor of our food. Activity Overview Group Stations: Station 1 – Breakfast Scramble Prepare Breakfast Scrambled Eggs Station 2 – Tomato Rainbow Sticks Prepare tomato salad Station 3 – Fruit Compote Prepare Fruit Compote Garden Examination Examine classroom garden growth and review lesson Revised: March 16, 2020
Tools and Materials Teacher Supplied: • Class set of: o Breakfast Scramble, Tomato Salad and Fruit Compote recipes o Herb matching worksheet Teacher Additional Task: • Keep students’ chef hats so they can wear them for Lesson 6 Field Trip, June 10th • See details below regarding the graduation certificate From the kit: • Bowls • Burner • Cutting Boards • Forks • Hand Sanitizer • Herb Poster • Knives • Plates • Whisk • Frying Pan • Salt & Pepper • Skewers If needed: • Vegetable BINGO cards and chips • Prizes for Bingo winners • Seed, vegetable and fruit picture cards • Vine, Bush or Tree Flash cards Chefs/Volunteers: • Appropriate ingredients for recipes (local fruit and vegetables that can be grown in the Okanagan – depending on availability) • Herbs for identification exercise Additional Task: Volunteers – please sign one Graduation Certificate for your students so they are ready to be handed out following the Field Trip on Lesson 6. Give it to the Teacher to photocopy, add student name and hand out after the field trip on June 15th Revised: March 16, 2020
Teaching Plan Volunteers • Greet students. Ask them a few questions – 5 minutes o Have we got lots of tomatoes and herbs in our garden for today? o Are you ready for a cooking extravaganza!? Give an Overview of what you are doing today -10 minutes Station 1 Breakfast Scramble • Crack eggs, chop vegetables • Learn how to prepare herbs Station 2 Tomato Rainbow Sticks • Pick ripened tomatoes from our tomato plant • Learn how to make tomato sticks Station 3 Fancy Fruit Compote • Peel/chop fruit – taste raw and cooked • What’s compote? • Learn how to fancy things up We’ll talk about what you learned and liked today at the end of class. Send the team and students to their stations. Revised: March 16, 2020
Group Stations Have the teacher break the class into 3 groups. The groups will rotate every 20 min. Have students wash their hands. Station 1 Breakfast Scramble – 20 minutes (tools, bowls, burner, cutting boards, forks, knives, plates, frying pan, whisk, vegetables, milk, local eggs, salt & pepper, a selection of herbs in bowls) • Let the students see and smell the herbs in bowls. • Can they identify the herb? • Which herb(s) would they like to try in this recipe? • How do you prepare these herbs? • Review knife safety • Prepare Breakfast Scramble recipe • Students give Scramble a score out of 10 based on: taste, colour, healthy, easy to make and record it on their recipe card. • Would they make it at home, with supervision? Do this for all recipes • Students can take their plate/cutlery to the next station Station 2 Tomato Rainbow Sticks – 20 minutes (tools: colourful tomatoes, greens, oil, a selection of herbs in bowls, plates, knives, cutting boards, large bowl, tablecloth) • Pick tomatoes from our garden • Let the students see and smell a new selection of herbs in bowls. • Can they identify the herb? • Which herb(s) would they like to try in this recipe? • How do you prepare these herbs? • Prepare Tomato Rainbow Sticks • Station 3 Fancy Fruit Compote – 20 minutes (tools: hand sanitizer, paper towels, bowls, burner, cutting board, knives, pots, plates, spoons, recipe ingredients) • What is a compote? (French for ‘mixture’) fruit cooked with sugar, water and spices, can be served warm or cold. • Make a fruit compote using fruits that are readily available in the Okanagan, fresh or frozen. • Discuss with the students some fruit that can be grown locally (i.e. rhubarb, plums, apples, strawberries, blueberries, peaches) • Chop fruit into bite-size pieces. Keep some aside so it can be tasted raw and cooked. • You can eat fruit compote by itself or make it ‘fancy’ with a dollop of yogurt, a little cinnamon, a berry, lemon zest. • Would you like it plain or fancy? • How would you make it fancy? • When would you eat fruit compote? Revised: March 16, 2020
Lesson 5 Review – 15 minutes Record answers on whiteboard • How did you enjoy our cooking extravaganza today? Score starting with 10 • What was your favourite thing? • What did you learn? • Who plans to grow, cook and eat healthy local foods this summer? Have teacher collect results from the recipes and send with above questions to Debbie, [email protected] Don’t forget to keep the Chefs Hats and wear them on the Field Trip, June 15th. Volunteers remember to sign the grad. Certificate and leave it with the teacher. Revised: March 16, 2020
Breakfast Scramble Ingredients: Directions: 1 Dozen Eggs 1. Students will rinse the eggs and crack them 1/4C Milk (optional) into a bowl ½ Red or Green Pepper Chives 2. Whisk the eggs and add (optional) milk Salt & Pepper, to taste 2. Rinse and dice the Pepper and Chives, add Other Scramble / Egg Ideas to egg mixture 4. Add Salt & Pepper 5. Put a little oil in the frying pan and wait for it to heat up on the element 5. Add the egg and veggie mixture to the frying pan and stir occasionally until cooked. Notes You can get your ingredients ready the night before so that the only thing scrambling in the morning is breakfast! Nutrition Notes Eggs: A high source of protein which gives you energy Milk: A good source of calcium – strong bones, protein – energy, and Vitamin D – overall health Peppers: Provide100% of recommended daily intake of Vitamin C which has 300+ roles in your body! Chives: Vitamin A – helps with skin, sinuses, digestion How Would You Score the Breakfast Scramble on a scale of 1 to 10. Take these factors into consideration: Taste, Colour, Healthy, Easy to make. SCORE______ Would you make one at home with supervision? _______ Revised: March 16, 2020
Tomato Rainbow Sticks Ingredients: Directions: 1. Use a variety of colours and shapes of tomatoes, Tomatoes, halved if needed cutting them smaller, if needed Fresh herbs i.e. basil Cheddar, Mozzarella and/or 2. Add fresh herbs Bocconcini Cheese 3. Choose one or add all 3 cheese for extra flavour, Salt and Pepper to taste cutting them into bite size pieces Olive Oil to drizzle Balsamic Vinegar to drizzle 4. Season with salt and pepper 5. Drizzle with just a little bit of Olive Oil 6. Drizzle with a little bit of Balsamic Vinegar 7. Enjoy! Get creative using your own combination of ingredients for this fun snack. Nutrition Notes A microgreen is a young vegetable green that is smaller than ‘baby greens’ and picked later than sprouts. Microgreens have intense flavours, vivid colours and are very high in vitamins and minerals. Samples of microgreens are: lettuce, spinach, beet and kale. They are tasty and pretty in salads, soups, and sandwiches. How Would You Score the Tomato Rainbow Sticks on a scale of 1 to 10. Take these factors into consideration: Taste, Colour, Healthy, Easy to make. SCORE______ Would you make one at home with supervision? _______ Revised: March 16, 2020
Fancy Fruit Com Ingredients: Directions: Chop fruit into bite 3 Cups Fresh Okanagan Cook on low heat Fruit Sugar, to taste Add sugar and wa Water, to taste Add some herbs o To make it Fancy: Cinnamon, vanilla, or lemon Add a dollop of G (optional) Top with cinnamon Chef’s secret ingredient
mpote e-size pieces until soft, but still holding their shape ater to adjust taste and consistency or other flavor enhancers Greek yogurt on top of the fruit compote. n, vanilla, a berry, lemon zest or your choice.
Herb Matching Worksheet Cilantro Saffron Curly Rosemary Parsley Thyme Lemon Grass Chives Nutmeg Mint
CONGRATULATIO This is to certify that has success Chefs in the Classro A program and the property o presented o Signed:
ONS! sfully completed oom – edible education of the Okanagan Chefs Association. on June 10th, 2019
Lesson 6 – Field Trip and Graduation – June 15th All Schools The Big Idea Congratulations! You have successfully completed the Chefs in the Classroom program. It is time to put all of our garden knowledge to use at home and our community. Our last lesson will include a field trip to a local farm, a farm tour, lunch, and graduation ceremony. Locations are: To Be Announced More information will be provided.
Chef Academy Three lucky students from each school will be chosen to attend Chef Academy. Weeklong classes include: Okanagan College Chef Academy for students entering grades 4-6. Whip, whisk, zest and test your chef abilities. Embrace your inner chef in this fast paced, high energy cooking adventure. You will discover new and exciting cooking techniques, flavours and aromas. You may even transform into the newest great Camp OC Chef. Start Fresh Kitchen - Baking Camp Birthday cakes and cake decorating. Breakfast snacks, muffins, zucchini bread and scones. Fresh baked breads with jams and dips. Crème brulée and panacotta, and a day full of cookies. Help your family live their best lives. Note: We focus on low sugar, and more nutrient dense versions of the originals, and we will have healthy snacks for the kids each days. (Age 6 – 12) Start Fresh Kitchen - Culinary World Tour We will take the little ones on a tour of Mexico, Italy, Japan, India and France without ever leaving the Start Fresh Kitchen. Each day we will explore the cuisine from a different region. (Age 6 – 12) Further details to be provided.
Content Resources The following are links to websites that were used in collecting information for the program: Agriculture in the Classroom Canada - www.aitc-canada.ca This website engages students and educators to enhance their knowledge, understanding, and appreciation of agriculture and food. Within this website, you can go directly to the BC Agriculture in the Classroom Foundation - www.aitc.ca/bc Here you can find area specific information and resources that are found in BC. BC Ministry of Education Curriculum – Building Student Success https://curriculum.gov.bc.ca/curriculum Canada Food Guide http://hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php Canada Food Guide – Indigenous http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/educ- comm/_fnim_pnim/ppt-eng.php The Edible Garden Project – North Shore (Vancouver) Neighbourhood House http://ediblegardenproject.com/ West Coast Seeds https://www.westcoastseeds.com/ https://www.westcoastseeds.com/wp- content/uploads/2014/10/Charts_Veg_SCentralBC.pdf Vegetables – Literacy, Vocab, Reader – A Complete Unit Teachers Guide [email protected] – collected through Teachers Paying Teachers Website (free resources – Vegetables Bingo, Word Scramble, Word Search, Vegetable quiz, Comparison Study Nutritional Information Contributed by Emily Boese, Nutritional Consultant for Choices Markets Kelowna
Connections to Aboriginal Education There are numerous connections with our local Aboriginal food practices and with the growing practices of today. It is important to recognize the deep history of the First Peoples and the land in which we garden. In following with the BC Ministry Curriculum, connections can be made with numerous cultural characteristics including food practices of our local First Peoples. The following provides resources and suggestions for these connections. • The Canadian Aboriginal Food guide and Educational connections can be found at: http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/educ- comm/_fnim_pnim/ppteng.php http://www.hc-sc.gc.ca/fn-an/pubs/fnim-pnim/index-eng.php • Reusable growing containers – Since the beginning, aboriginals used baskets and gourds as a way to grow and collect food. • The book \"Indian Givers – How the Indians of the Americas Transformed the World\" by Jack Weatherford, explains the many ways in which the various peoples native to North America contributed to the modern world (including food and growing practices). https://en.wikipedia.org/wiki/Indian_Givers:_How_the_Indians_of_the_Am ericas_Transf ormed_the_World • Native Chef, Bertha Skye, a World Culinary Olympic winner from Saskatchewan has a repertoire of recipes online including her famous Three Sisters soup. http://lovingspoonfuls.com/PAGES/RECIPES/berthasrecipes.html
Connections to Aboriginal Education Continued • The book \"How Food Was Given\" – illustrated by Barb Marchand. This story describes the care and sacrifice of the four chiefs of plant and animal life. This book is a good example of a resource that covers the Ministry of Education – Oral history and traditional stories of past First Peoples. https://www.youtube.com/watch?v=wfF-XR_DxJw • Wild Rose Native Traditions – Pam Barnes along with others from her organization can share cultural and ceremonial practices of local aboriginals. She can also discuss the 4 food Chiefs in the Okanagan and the 4 feasts. To book a presentation by Wild Rose Native Traditions, you can contact Pam Barnes at [email protected] or the SD23 Aboriginal Education Department.
Connections to the BC Ministry of Education Curriculum There are numerous connections between Chefs in the Classroom – Edible Education and the new BC Ministry of Education Curriculum. Science https://curriculum.gov.bc.ca/curriculum/science/3 • Curricular Competencies o Planning and conducting § Make observations about living and non-living things in the local environment. o Processing and analyzing data and information § Experience and interpret the local environment § Sort and classify data and information using drawings or provided tables (seed sorting, Tomato Growth Chart) § Use tables, simple bar graphs, or other formats to represent data and show simple patterns and trends (Tomato Growth Chart) • Content o Aboriginal knowledge – the interconnection between living and non-living things in the local environment o Energy – Needed for life (composting) Physical and Health Education https://curriculum.gov.bc.ca/curriculum/physical-health-education/3 • Curricular Competencies o Health and active living § Explore and describe strategies for making healthy eating choices in a variety of settings
Connections to the BC Ministry of Education Curriculum Continued • Content o Nutrition and hydration choices to support different activities and overall health o Strategies for accessing health information (Canada Food Guide) Social Studies – Global Indigenous Peoples https://curriculum.gov.bc.ca/curriculum/social-studies/3 • Content o Cultural characteristics and ways of life of local First Peoples and global indigenous peoples o Oral history, traditional stories, and artifacts as evidence about past First Peoples cultures (Story: How Food was Given – Okanagan Legend)
Ingredients: Directions: Ingredients: Directions:
Chefs in the Classroom Volun Instructions: • Please save ALL relevant receipts and • Complete expense report below, incl • Bring completed form and all receipt Name: Mailing Address: _____________________________________________________________ Date Lesson # Item Date Payment Issued: _______________________ Cheque Numbe
nteer Expense Report d write Lesson # on receipt for reference lude item description, lesson # it was used in ts to the Volunteer Appreciation, June 17th evening School: ___________________________________________________________ m Description Amount PST GST Total SUBTOTAL TOTAL er: ____________
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